English Teaching Strategies for the Primary School Teacher in Chiang Rai

Abstract

   The aim of the thesis was to examine effective English teaching strategies for primary school teachers in Chiang Rai. The methods used in data collection were classroom observations, interviews and video recording for classroom teaching. The researcher observed four teachers who teach the students were in grade 1, 2, 5 and 6. The researcher used purposive sampling for the sample selection which was based on the decision of the researcher. The characteristics of the selected groups were served the objectives of the research. The samples were outstanding English teachers who received honor teachers of Chiang Rai in 2014 and 2015 (Chiang Rai Primary Educational Service Area Office 1). Through video recording and face to face interview in order to analyze English teaching strategies based on the model adapted from Alliance for Excellent Education (2005) which involved four teaching strategies: 1) Vocabulary & Language Development Strategy refers to students access to the important words or concepts essential vocabulary; 2) Guided Interaction Strategy creates opportunities for students to interact with each other in the classroom and comments with their friends; 3) Explicit Instruction Strategy is language access and skills in listening, speaking, reading and writing; and 4) Modeling, Graphic Organizers, & Visuals Strategies are using media to support better understanding of students on their learning contents.
   The result showed that English teaching strategies used by teachers, the most frequently used strategy was Explicit Instruction Strategy with 35%. The subbasement strategies were Vocabulary and Language Development Strategy with 34%, followed by Modeling, Graphic Organizers and Visuals Strategy with 17% respectively. However, the least frequently used strategy was Guided Interaction with 14%.